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Addressing Test Anxiety in a High-Stakes Environment Gregory J. Cizek

Addressing Test Anxiety in a High-Stakes Environment By Gregory J. Cizek

Addressing Test Anxiety in a High-Stakes Environment by Gregory J. Cizek

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Summary

This research-based guide offers recommendations for dealing with test anxiety, and includes suggestions on reducing its effects and identifying situations in which it can actually be helpful.

Addressing Test Anxiety in a High-Stakes Environment Summary

Addressing Test Anxiety in a High-Stakes Environment: Strategies for Classrooms and Schools by Gregory J. Cizek

In an era of high-stakes testing and accountability, improving exam results is at the top of most teachers' to-do lists.

Test anxiety is prompted by situations in which people feel they are being personally evaluated, resulting in cognitive and physical responses. Cizek and Burg use their considerable experience as assessment experts and former classroom teachers to help teachers both understand what test anxiety is and how they can help their students overcome it.

The use of high-stakes testing has increased throughout the country, and testing results are often linked to consequences for the school, the teacher, and the student. With the growing prevalence in high-stakes tests, the level of test anxiety in both students and teachers has increased as well. If educators do not address test anxiety, it can have devastating effects on their students' test scores, confidence, and motivation to learn. In addition, test anxiety affects test results and the validity of tests. As a result, instructional decisions, promotion or graduation decisions, may be faulty because of test anxiety.

This practical guidebook contains:

- A glossary of assessment and measurement terms

- Suggestions for teachers, administrators, school systems, parents, and students on how to control test anxiety

- Situations where test anxiety can be helpful

- Current research findings on how widespread test anxiety is and which students it is most likely to affect

The authors include practical interventions that address students' behavioural and cognitive needs. They also include practical strategies such as study skills and test-staking skills that can help reduce the effects of test anxiety.

Addressing Test Anxiety in a High-Stakes Environment Reviews

"This fascinating, well-researched book makes a wonderful contribution to the field. It provides helpful information on what test anxiety is and what we can do about it. This topic is as important today than ever due to education reform initiatives across the country."

-- James Kelleher, Assistant Superintendent
"The book offers answers to the most important question of all: If test anxiety can hinder our ability to make accurate inferences and good decisions for kids, what can we do to ease students' fears? As it turns out, researchers have answers, and the authors present helpful ideas for all of us-parents, educators, and students themselves." -- Linda Wacyk, Trustee
"This book provides a thorough, yet easy-to-read, nontechnical description of test anxiety. Most important, it provides specific actions that can be taken by teachers, parents, and students themselves to reduce test anxiety. In this era of high-stakes testing, this book is a must-read for all concerned parents and educators."
 -- William J. Brosnan, Superintendent
"Cizek and Burg explore the construct of test anxiety . . . (with a) balance between the scholarly research base and the practical suggestions offered. These include strategies of how teachers can head off test anxiety, and how students can reduce test anxiety levels. This book should be required reading for all teachers, counselors, school psychologists, school principcals, district administrators and policy makers."

 -- Mary E. Yakimowski-Srebnick, Director of Assessments
"Educators can use many of the techniques in their classrooms, including assessment and relaxation techniques before testing, preparation of the setting, study skills, and student preparation for testing day." -- Childhood Education Magazine, Summer 2006

About Gregory J. Cizek

Gregory J. Cizek is Professor of Educational Measurement at the University of North Carolina, Chapel Hill. His background in the field of educa tional assessment includes five years as a manager of licensure and certification testing programs for American College Testing (ACT) in Iowa City, Iowa, and 15 years of teaching experience at the col lege level, where his teaching assignments have consisted primarily of graduate courses in educational testing, research methods, and statistics. He is the author of over 200 books, chapters, articles, conference papers, and reports. His books include Handbook of Educational Policy (Academic Press, 1998); Cheating on Tests: How to Do It, Detect It, and Prevent It (Lawrence Erlbaum, 1999); Setting Performance Standards: Concepts, Methods, and Perspectives (Lawrence Erlbaum, 2001); and Detecting and Preventing Classroom Cheating (Corwin Press, 2003). Dr. Cizek has served as an elected member and vice president of a local school board in Ohio, and he currently works with several states, organizations, and the U.S. Department of Education on tech nical and policy issues related to large-scale standards-based testing programs for students in grades K-12. He began his career as an ele mentary school teacher in Michigan, where he taught second and fourth grades. Samantha S. Burg is a doctoral student in Educa tional Psychology, Measurement, and Evaluation at the University of North Carolina, Chapel Hill. She holds a BS degree in engineering from the University of Oklahoma and an MA degree in mathematics education from the University of Georgia. Prior to beginning her doctoral program, she worked in the field of petroleum engineering in Alaska, served as a youth minister in Scotland, and taught high school mathematics in Georgia. Most recently, she has worked as a test development specialist for the state testing program in North Carolina. Ms. Burg first became interested in test anxiety when she was a student teacher and her class refused to take a test; this interest has persisted throughout her doctoral research, some of which examines the ways in which test anxiety may be transmitted in classrooms. Currently, she is a research assistant on a mathematics education pro ject and is very much interested in completing her doctoral work soon, in order to support her tennis-ball-obsessed dog, Spencer, in the fashion to which he has become accustomed. Ms. Burg has presented her research at various professional conferences and is a member of the National Council on Measurement in Education.

Table of Contents

Preface About the Authors 1. Testing in a High-Stakes Environment 2. What Test Anxiety Is...And Isn't 3. The Effects of Test Anxiety on Students and Teachers 4. The Causes of Test Anxiety 5. Measuring Test Anxiety 6. Tips and Strategies for Reducing Test Anxiety 7. Conclusions and Next Steps Resource A: Glossary Resource B: General Resources Resource C: Resources for Measuring Test Anxiety References Subject Index Author Index

Additional information

NLS9781412908900
9781412908900
1412908906
Addressing Test Anxiety in a High-Stakes Environment: Strategies for Classrooms and Schools by Gregory J. Cizek
Gregory J. Cizek
New
Paperback
SAGE Publications Inc
2005-08-25
192
N/A
Book picture is for illustrative purposes only, actual binding, cover or edition may vary.
This is a new book - be the first to read this copy. With untouched pages and a perfect binding, your brand new copy is ready to be opened for the first time

Customer Reviews - Addressing Test Anxiety in a High-Stakes Environment